Special Education Process

Identification

The identification process for special education is a systematic approach used to recognize students who may have disabilities or learning differences that impact their ability to succeed in a general education setting.

Referral

The referral process for special education is the first step in identifying students who may need additional support due to learning disabilities or other challenges. If a teacher, parent, or other school staff member notices a student struggling academically, socially, or behaviorally, they can make a referral for an evaluation. The referral is typically based on concerns about the student's progress or behavior in the classroom. Once the referral is made, the school team reviews the student’s performance and may initiate a more in-depth assessment to determine if special education services are needed. This ensures that students receive the appropriate support to help them succeed in their education. The link for the referral form is located under the "Quick Links" tab.

Evaluation

The evaluation process for special education is a comprehensive assessment conducted to determine whether a student has a disability that affects their ability to learn and succeed in the general education environment. If a referral for special education has been made, a team of professionals—such as special education teachers, psychologists, and speech therapists—will gather information through various assessments, observations, and input from parents and teachers. This process helps identify the student's strengths and challenges, and is used to decide whether the student is eligible for special education services. The goal of the evaluation is to ensure that every student receives the appropriate support to meet their unique learning needs. Once the school has received consent to evaluate the student, they have 35 school days to complete the evaluation. 

Individual Education Plan (IEP)

If the student is found eligible for special education services, parents and school staff members meet within 30 school days to develop an IEP. The Individualized Education Plan describes a student's special learning needs and the special education services to be provided to meet those needs. The IEP team will consist of the parents. student as appropriate, the student's teacher, a general education, a representee of the school district who is qualified to provide or supervise special education services, and others as requested.

The required elements of an IEP:

• A statement of your student’s present levels of academic achievement and functional performance;

• Measurable annual goals;

• A description of how the school district will measure your student’s progress towards meeting her/his annual goals, including when and how often the school district will provide periodic reports on the progress of your student;

• A statement of the special education, related services, and supplementary aids and services to be provided to or on behalf of your student;

• A statement of the program modifications or supports to be provided to school personnel related to your student’s needs;

• An explanation as to the extent to which the student will not participate with nondisabled students in the general education classroom and extracurricular and nonacademic activities, if necessary.

• A statement of any approved individual accommodations your student needs to measure her/his academic achievement and functional performance on state and district-wide assessment tests;

• Extended school year (ESY) services for the student, if necessary;

• The projected date for the beginning of the services and modifications described within the IEP, as well as the anticipated frequency, location, and duration of those services and modifications.

• A post-secondary transition plan beginning no later than the first IEP to be in effect when the student reaches age 16 (or younger if determined appropriate); and

• Beginning no later than one year before your student reaches the age of 18, a statement that s/he has been informed of their rights under the IDEA, that will transfer to them when they reach age 18.

Every year a meeting will be schedule with school staff and parents to develop, review and revise the IEP of a student receiving special education services.

Reevaluation

The reevaluation process in special education is conducted periodically to assess a student's progress and determine if their educational needs have changed. This process ensures that the support and services provided continue to meet the student's evolving needs. During reevaluation, a team of professionals reviews the student's current performance, gathers updated information, and may conduct new assessments. The team then determines whether the student still qualifies for special education services and if any changes to their Individualized Education Plan (IEP) are necessary. The goal is to ensure that students receive the appropriate support to help them succeed.